Code-Switching

The present study focuses on the experiences of 182 multilingual clients who had been exposed to various therapeutic approaches in various countries. An on-line questionnaire was used to collect quantitative and qualitative data. The analysis of feedback from clients with multilingual therapists showed that clients use or initiate significantly more code-switching (CS) than their therapists, and that it typically occurs when the emotional tone is raised. Gender was unrelated to CS frequency. CS is used strategically when discussing episodes of trauma and shame, creating proximity or distance. CS allows clients to express themselves more fully to the therapist, adding depth and nuance to the therapy. The therapist’s multilingualism promotes empathy and clients’ own multilingualism constitutes an important aspect of their sense of self. Multilingual clients benefit from a therapeutic environment where multilingualism is appreciated, and where they can use CS."

The patient-centred model of health care, which recognises patients' autonomy, promotes their active participation in decisions concerning their own health, and strives to treat patients holistically, improves health outcomes but relies on effective communication between healthcare providers and patients. In a multilingual society, a major barrier to effective communication arises when healthcare providers and their patients do not share the same first language. This review aims to explore the impact of the language barrier on the effective rendering of healthcare services in South Africa, and to raise awareness that studies regarding language barriers within the South African healthcare sector are currently limited to isiXhosa in the context of English and Afrikaans, and has been conducted almost exclusively in the Western Cape. Research, therefore, needs to be extended to healthcare settings in the rest of the country, and needs to include all the languages and cultures protected under the South African Constitution. Moreover, there is an opportunity, and a need, for interdisciplinary collaboration between language practitioners and healthcare professionals to find viable solutions to communication challenges posed by linguo-cultural barriers within the multilinguistic South African population, in order to honour the right of every citizen to equitable health care.

Language matters in education. More precisely, languages matter – not just officially recognised ones, but, crucially, the multilingual repertoires and home language practices of students.
One dimension garnering attention for some decades now is codeswitching or code mixing. This comprises the routine switching between or mixing of different language varieties in everyday social interactions – a pattern of flexible multilingualism that the majority of the world’s communities engage in. You might well do this with family members or friends from different backgrounds, at wet markets, kopitiams and cha chaan tengs, or on social media and hiphop.
Closely related to and a development of this is translanguaging, a concept emerging in early 2000s in the field of bilingual education.
[...]
Prevailing dominant language policies and ideologies nonetheless present real challenges for practice. Scholars’ suggestions include more explicit recognition of diversity (e.g. the value of different varieties of English, including e.g. African American Vernacular English, Singlish), and the inclusion of material that explores and builds on existing cultural and linguistic knowledge of students, to reinforce how content learning in school is not incompatible with home competencies.
The recognition of multilingualism (and multiculturalism) as a resource, not a problem, is truly a cornerstone for inclusive, sustainable education for all.

This monograph examines some of the aspects of language differentiation, code-switching and vocabulary acquisition in children exposed to multiple languages and briefly presents empirical observations of how the meaning of words is construed in multilingual environments.  The study observes two sibling toddlers (ages 5½ and 3½) growing up exposed to Slovak, German, English, Spanish and Italian.  Short dialogs between the children and the caregivers illustrate features of code-switching, code-mixing and borrowing as well as bilingual vocabulary acquisition, specifically identification of meaning, interference, transfer and borrowing, translation equivalents and errors bilingual children make in vocabulary usage.

The aim of this study is to investigate the sociolinguistic functions of code-switching and its relation to the meaning-making process by using the animated series Kim Possible as a case study. Design/methodology/approach: This study employs Muysken's taxonomy to draw on code-switching patterns in lexicogrammar in relation to human behavior. The study also uses the functional approaches

This paper deals with grammatical aspects of code-switching between Italian and Italo-Romance dialects, and focuses on the case of negative constructions featuring a MICA-type particle (i.e. a particle deriving from the Latin MICA(M) " crumb ") in a corpus of Italian and bresciano speech data. The case at hand, which will be examined following the so-called comparative variationist method (cf. Poplack & Tagliamonte 2001 inter alia), will offer valuable insight into the conventionalization of mixing patterns and the interplay between code-switching and convergence in Italo-Romance.

It is acknowledged that our style of speaking changes according to a wide range of variables such as gender, setting, the age of both the addresser and the addressee, the conversation topic, and the aim of the interaction. These differences in style are noticeable in monolingual and multilingual speech communities. Yet, they are more observable in speech communities where two or more codes coexist. The linguistic situation in Algeria reflects a state of bilingualism because of the coexistence of Arabic and French. Nevertheless, like all Arab countries, it is characterized by diglossia i.e. the concomitance of Modern Standard Arabic (MSA) and Algerian Arabic (AA), the former standing for the ‘high variety’ and the latter for the ‘low variety’. The two varieties are derived from the same source but are used to fulfil distinct functions that is, MSA is used in the domains of religion, literature, education and formal settings. AA, on the other hand, is used in informal settings, in eve...

The summary of this study looks at how two Indonesian EFL lecturers who were sampled employed CS as part of their instructional strategy when teaching year-old students in General English classes. The first, both in terms of typology and function. Inter-sentential switching (language switching at the boundary of a sentence or clause, both phrases and words at the beginning and end of a sentence. Example: Cuma orang nekat yang mau kerja sama dia, if you know what I mean) is the most common type of Code Switching used by lecturers, according to the findings of this study. Intra-sentential switching common kind used of Code Switching (Shifting occurs when phrases or words from a language are inserted into another one, frequently located in the middle of a sentence, although the speakers are usually oblivious of the transition. Example: Dari awal Saya sudah menasehati dia not to do stupid things before thinking thoroughly tapi tak pernah didengarkan), as well as tag-switching (the insertion of one of the tagged phrases or words from a language to another one. Example: Sorry ya guys kalau aku datang telat lagi).

Sentiment analysis (SA) is an enduring area for research especially in the field of text analysis. Text pre-processing is an important aspect to perform SA accurately. This paper presents a text processing model for SA, using natural language processing techniques for twitter data. The basic phases for machine learning are text collection, text cleaning, pre-processing, feature extractions in a text and then categorize the data according to the SA techniques. Keeping the focus on twitter data, the data is extracted in domain specific manner. In data cleaning phase, noisy data, missing data, punctuation, tags and emoticons have been considered. For pre-processing, tokenization is performed which is followed by stop word removal (SWR). The proposed article provides an insight of the techniques, that are used for text pre-processing, the impact of their presence on the dataset. The accuracy of classification techniques has been improved after applying text preprocessing and dimensionality has been reduced. The proposed corpus can be utilized in the area of market analysis, customer behaviour, polling analysis, and brand monitoring. The text pre-processing process can serve as the baseline to apply predictive analysis, machine learning and deep learning algorithms which can be extended according to problem definition.

Teaching English Language Variation in the Global Classroom offers researchers and teachers methods for instructing students on the diversity of the English language on a global scale. A complement to Devereaux and Palmer's Teaching Language Variation in the Classroom, this collection provides real-world, classroom-tested strategies for teaching English language variation in a variety of contexts and countries, and with a variety of language learners. Each chapter balances theory with discussions of curriculum and lesson planning to address how to effectively teach in global classrooms with approaches based on English language variation. With lessons and examples from five continents, the volume covers recent debates on many pedagogical topics, including standardization, stereotyping, code-switching, translanguaging, translation, identity, ideology, empathy, and post-colonial and critical theoretical approaches. The array of pedagogical strategies, accessible linguistic research, clear methods, and resources provided makes it an essential volume for pre-service and in-service teachers, graduate students, and scholars in courses on TESOL, EFL, World/Global Englishes, English as a Medium of Instruction, and Applied Linguistics.

There has been a lot of recent research on bilingual or multilingual code-switching in pop songs in various speech communities. In this talk, I shall introduce code-switching in Hong Kong Cantopop in the context of this literature. After commenting on language choice and functions of code-switching, I shall point out some recurrent patterns of English-Cantonese/Chinese code-switching and discuss various ways to analyse them. In order to properly understand these patterns and their variations, it appears that we need to look beyond concepts often discussed in the code-switching literature (e.g. "we-code" vs "they-code", the marked language vs the unmarked language, contextualization (cue), crossing, etc.) and even standard notions in sociolinguistics (e,g, identity) and pragmatics (e.g. speech act). The primary objective of this talk is to explore the relevance of stylistic/literary analysis in analysing these code-switching patterns.

This paper investigates code-switching from Standard Arabic into English in six episodes of the TV cartoon series Dora the Explorer. The significance of this study is that it will provide an in-depth understanding of the strategies and structures of code-switching used to address children in order to teach them English. The study addresses two research questions: 1) What are the patterns of code-switching found in the interaction of the cartoon characters in Dora the Explorer? 2) What is the function of code-switching in each pattern? Quantitative analysis was used to analyze the frequency of each pattern of code-switching, while qualitative analysis was used to determine the functions of code-switching. The results show several patterns of code-switching into English: code-switching from Arabic to English without translation; Arabic lexical items followed by an English translation; English lexical items followed by an Arabic translation; translation from Arabic into English in two turns; and metadiscursive code-switching. English lexical items are introduced through code-switching in each episode. English words without translation account for the highest percentage of code-switching. In the code-switching to English, some English units are permanent, while some are context units that depend on the episode topic: these include basic formulaic and non-formulaic expressions. Lexical items for greeting, appreciation, and evaluation are the most frequent pragmatic functions of code-switching. Further research is recommended on code-switching in other TV animated series in other languages to determine the patterns of code-switching and the part of speech that is the focus of switching.

To date very little has been written — in any language — on what we may call gay men’s (or goluboi "light blue," "gay") Russian. Previous research has explored the globalization of gay men’s English and how this phenomenon interacts with local culture and the need for  authenticity. These studies — especially Provencher’s (2004) analysis of cooperative discourse in French gay press and Minning’s (2004) on code-mixing in the construction of German queer identities — provide the framework in which lavender language issues may be examined
in the context of contemporary Russia. In this paper I draw on their (and other scholars’) work in order to gain some preliminary insight into lavender Russian. My focus is on the Russian gay men’s magazine Kvir (transliterated from the English “queer”), the affiliated website Gay.ru, and the dating site xlove.ru. Kvir and Gay.ru are both significant resources for determining the nationally shared knowledge that is used in Russian gay discourse. Gay.ru notes it is important to “master one’s own language” (vladet' sobstvennym yazykom). In other words, Russian gay men must be fluent in the language of their national gay community — as well as the transnational gay community that is channeled through direct use of English words and phrases (e.g., “coming out”), transliteration (e.g., kaming-aut), and calques (e.g., vykhod “exit”, raskryte “disclosure”).
Personal ads on xlove.ru offer an overview of identity markers used by young Russian gay men, such as those regarding sexual roles, and descriptions of desirable partners. Finally, I examine the discourse surrounding same-sex marriage, which in Russian comes with the complications of gender-specific verbs for marrying, zhenit'sya meaning literally “to take a wife” (or “to wife oneself”) and vykhodit' zamuzh “to leave behind the husband.”

This chapter focuses upon the learning experience of five MA TESOL students in a World Englishes module entitled “English as a Global Language” at the largest Sino-UK international collaborative university in China. Interviews with the MA TESOL student-teachers revealed that they experienced “knowledge shock” in learning that (1) English can be in the plural form, (2) users can claim ownership of a particular variety of the English language, and (3) challenges for teachers wishing to apply ideas (e.g. world Englishes) from the pluralistic paradigm to teaching English at primary and secondary levels.

Code-mixing is an interesting and useful device of communication. Code-mixing is very common in Radio Jockey speech. Tomato FM is one of the private FM channels in Kolhapur city. The present paper analyses the way Radio Jockeys on Kolhapur Tomato FM channel mix words, phrases, clauses and sentences in their speech. Programmes on Tomato FM have catchy names. This is reflected in the tag line of the channel-'Tomato FM 'ekdam fresh' (so fresh). The paper classifies embedded words into different word classes like, nouns, verbs, adjectives, adverbs, functional words, etc., and also uses quantitative analysis to understand the phenomenon of code-mixing.

Discussing how language is used in our society can play an important role in addressing the issue of how negative ideologies are perpetuated. Extensive research has shown that phenomena such as Spanglish and Code-Switching are very common among Hispanics in the United States, but while these uses of language are harmless for their community, Mock Spanish, as the name suggests, is not. [...]  It is undeniable that society has never stopped evolving and has become more and more aware of how language can convey racist and stereotypical ideas. In light of this, the aim of this paper is to further explore how, and if, Mock Spanish appears in different contexts, and to see whether or not it is still a recurrent phenomenon.

The majority of characters in James Joyce's Finnegans Wake are multilingual, which is one of the reasons why an estimated total of 50 distinct languages (not counting regional variants of English) feature in the novel. Finnegans Wake on the whole is written in English, or as it has been said 'a kind of English':  the omniscient narrators and all characters possessing English as their L1 language, so to speak. However, within the space of a sentence (or even within a single word), speakers regularly include lexis from a variety of different languages: from one or two, to seven in total, together with English. Code-switching is the reason why Finnegans Wake is so difficult: obviously the majority, or indeed every conceivable reader of the novel, is not going to be multilingual to the extent of knowing 50 specific languages. Therefore, language barriers exist copiously on every page.
I have decided to study Irish and Bulgarian code-switching (more or less exclusively) in the section of Finnegans Wake known as "Buckley and the Russian General" in Book 2 chapter 3 of the novel. This 15 paged section contains the most diverse variety of languages in the book, with 35 distinct codes being spoken in the text.
There are multiple motives for code-switching in Finnegans Wake: all of which we will analyse within a lengthy dialogue between two men called Butt and Taff. It is difficult to definitively determine their level of competence in each language; however, it is possible to surmise why they use them in each instance of code-switching.  I conclude that (amongst other reasons) Butt and Taff's choice knowledge of both languages is dictated by their social identities as soldiers, (well experienced with foreign language having had many international tours of duty), as well their national identities as Irishmen living in Dublin in the 1940's (with reference to the 'politicisation' of the Irish language at this time).

El español de las comunidades de habla valencianas es el resultado de procesos de variación y cambio lingüístico cuyo origen se remonta con frecuencia a varios siglos atrás. Incluso en la esfera del contacto lingüístico a la que se ciñe el interés del presente capítulo, el castellano de las tierras valencianas es testigo de la huella que han ejercido diversas lenguas, que, razones diversas, han convivido con él en diferentes momentos de la historia. Aun así, hablar de contacto en estas tierras es ante todo hablar de la huella ejercida recíprocamente por las dos principales lenguas históricas de la región: por un lado, la variedad valenciana del catalán, y el castellano o español, por otro. A diferencias de otras variedades dialectales españolas, el estudio de la lengua española en contacto con el valenciano es un ámbito de investigación escasamente desarrollado hasta hace relativamente poco. Sin embargo, la disponibilidad desde hace algunos años de varios corpus orales ha hecho posible la realización de estudios cada vez más sistemáticos y rigurosos. A partir de estos materiales, en estas páginas se presentan esquemáticamente dos de los principales desenlaces de ese contacto, cuyos límites no siempre están suficientemente bien definidos, lo que tiene implicaciones teóricas importantes para la lingüística de contacto: el cambio de código y el préstamo léxico.

This article examines young men’s concepts of status in urban Tamil Nadu, India, focussing in particular on their concept of ‘style’. The article shows how young men experience their position in the life cycle as between childhood and adulthood, and how this liminality mediates their concepts of status. In particular, I focus on the construction of the youth peer group as in distinction to, and transgressive of, the forms of adult respectability, propriety and authority from which young men are excluded by virtue of their age. I show how the peer group is marked by a productive tension between transgression and self-differentiation, and reciprocity, intimacy and peer pressure. The article then turns to two kinds of source material for young men’s performances of status: English-Tamil slang and counterfeit global brands. I show how the tension between, and negotiation of, the mandates to status-raise and status- level in the peer group transform and revalourise these signs of status. The article concludes by arguing that while from afar, such youth practice seems to be negotiating globalisation, modernity and tradition, a close analysis of peer-group dynamics shows that youth practice is more centrally concerned with peer-group status negotiations.

their future strategy. Educated overall English classes. What's more in the article the writer composes a capacity about the conversation she examines, to be specific in regards to CS, the capacity is the principal the writer composes that it can and can further develop understudy understanding, the second is tied in with having the option to connect understudies who are in the learning system and the last capacity is to energize the investment of these understudies. Perusing these basic examination models can assist you with learning CS procedures to further develop your instructing and finding out with regards to EFL. Code-switching is a strategy utilized by instructors or educators to convey a subject to understudies in a bilingual study hall to work on comprehension. Utilizing code-switching additionally can assist with diminishing either understudies' error of the example and furthermore understudies' challenges understanding the English illustration educated in the homeroom by English educators. The following summary is from the article research Code-switching as an EFL instructional strategy: an insight to Indonesian lecturers' practices by Rahma Fithriani. This is an incredibly research that can give insights to all lecturers to start consider using code switching as a teaching strategy in their EFL classrooms.

"This paper uses an ethnographically-inspired methodology to look at the dynamics of anglicization and resistance against it in a culturally and linguistically homogeneous project team. We show that changing working language can be extremely disruptive to team work. Over the surface, efficiency is impaired as working in a foreign language restricts speakers’ accuracy, fluency and willingness to speak.  The  team  leader’s  important  and  difficult  role  is  to  limit “losses”.  Under  the  surface,  the
language  change  turns  out  to  strike  a  new  balance  of  power,  in  response  to  which  potentially harmful individual strategies emerge to in- or decrease the weight of English in team work, notably through  language-switching.  Ambiguity  as  a  policy  reaches  its  limits  there,  although  explicit negotiation may not be an option. Corporate language policy should in any case be thought of as dialectically co-constructed by decision-makers and language-users themselves."

Рассматриваются структурные особенности русско-английских переключений кодов в речи двух пятилетних детей, одновременно усваивающих русский и английский языки в русской семье в России. Анализируются переключения кодов трех типов: выбор кода, межфразовые и внутрифразовые переключения. Устанавливается связь структур переключений с особенностями формирования детского билингвизма. Выявлено, что разные типы переключений по-разному отражают усиление несбалансированности в развитии билингвизма детей.

Le langage communautaire en alternance constitue, le reflet d’une interférence socioculturelle et un moyen de communication spécifique, partagé par les membres de cette
communauté. Notre étude vise à démontrer, dans un premier temps que des faits de nature sociale, contribuent à modifier le comportement linguistique de certaines communautés et, par conséquent, à agir localement sur les systèmes des langues qui constituent le discours.

Codeswitching within foreign language classroom interaction is a frequent and central concern for both teachers and students. For teachers, it usually involves aiming to prevent students from using their first language; for students, it is mainly about the ways to use their mother tongue while still functioning and succeeding in the foreign language classroom. Levine (2011: 4) draws our attention towards the contradictory relationship between the existent aims of foreign language education-creating a target-language environment by using exclusively the target language within the classroom-and the poor educational system which offers only a low number of teaching hours where learners can get in contact with the target language. The present paper offers an insight into English foreign language classroom interactions recorded in three different types of high schools in Târgu Mureș. The study analyses the presence of codeswitching phenomena and the purpose of the occurring codeswitching instances.

This book is an innovative contribution to contact linguistics as it presents a rarely studied but sizeable diaspora language community in contact with five
languages – English, German, Italian, Norwegian and Spanish – across four continents. Foregrounded by diachronic descriptions of heritage Croatian in long-standing minority communities, the book presents synchronically based studies of the speech of different generations of diaspora speakers. Croatian offers excellent scope as a base language to examine how lexical and morpho-structural innovations occur in a highly inflective Slavic language where external influence from Germanic and Romance languages appears evident. The possibility of internal factors is also addressed and interpretive models of language change are drawn on.

Quarcoo, Millicent, Evershed K. Amuzu, and Augustina Pokua Owusu (2014).
Codeswitching as a means and a message in hiplife music in Ghana.
Contemporary Journal of African Studies Vol. 2. No. 2 (2014) 1-32
Abstract:
Ghana is a linguistically diverse country where the alternate use of multiple languages in conversations (i.e. codeswitching / CS) is an everyday phenomenon. However, CS in the popular music industry has been rare, a situation that is changing, with the emergence of bilingual hiplife songs. Unlike CS in spontaneous speech which is largely unconscious, the CS in Ghanaian hiplife music is usually premeditated, designed to elicit certain audience reactions. This paper explores the motivations for the use of CS in three hiplife songs: Praye’s Angelina, Ɔkyeame Kwame’s Medo Mmaa and Eduwoji’s Yεnko Nkoaa. We show that these artistes do more with CS in their songs than to merely use it to reach out to clients in their multilingual country and beyond. They use it (i) as a means to achieve aesthetic effects, which make their songs memorable and danceable, and (ii) as a message on various social issues, including love and social harmony. It is argued that in using CS for these purposes the artistes are simply reflecting what has long been a widespread communicative praxis, especially among fellow (urban) youths.

Link to paper:
http://www.ajol.info/index.php/contjas/issue/view/11653

In this paper, I aim to analyze the functions of code-switching and demonstrate that speaking in Taglish or Conyo does not indicate incompetence on either language, but instead might be a sign of high competency in bilingualism. For this, I will be using Rain Matienzo’s TikTok content, which feature various point-of-view (POV) style videos with her being conyo. Matienzo has over 130-thousand followers on TikTok and over 2.4 million likes, her videos garnering thousands to hundred-thousand views. She has been dubbed “The Conyo Girl” due to the content she creates, which ranges from classroom scenarios, friendly conversations, and relationship imagines, all of which showcases her TikTok persona as being a rich, sophisticated conyo girl with a “superiority complex”.

This article discusses why and how English was able to turn into a contemporary Jewish language among Yiddish-speaking American Hasidic Jews, in marked contrast to Israeli Hebrew (IH), which has not been similarly adjusted. One reason is that communal attitudes towards English are not as ideologically charged as compared to the " zealous " opposition to IH. Another reason is that English is able to undergo phonological and lexical modifications that enable Hasidic English to function as an ethnolect used within the community. This process, however, is linguistically more complex for IH, which thus remains an outsider language among Israeli Yiddish-speaking Haredim. The outsider status of IH versus the insider status of Hasidic English is reflected in the code-switching patterns attested among Yiddish public speakers, resulting in a common and effortless pattern of Yiddish-English switching among American speakers, as opposed to rare and marked instances of switches to IH among Israeli speakers.